Author:Virginia Kreger
District:Pawtucket
School:Joseph Jenks Junior High School
A. Information Works
When you researched the community and district, you were provided tables to help with the task of making sense of the various graphs available on Information Works site. For your school report, you should make sense of the data one your own. Remember that you can email your instructor if you have any difficulties.
To research your school, you should consider the questions about schools that we brainstormed in class and decide on some questions that YOU think should be answered in your description of your school You should research at least four of the indicators on the school report page for your school to gather information that you feel will serve as evidence for your description.
Questions that you would like to find answers for:
1. What is the environment like inside the school? (classroom academic, social,
2. Where is the school located?
3. What is the student to teacher ratio?
3. What are the demographics of the students? (gender, economic status, race)
4. Funding?
5. Extra-curricular activities? (special programs, art, music, sports, etc)
6. School pride/spirit? (community involvement)
7. Facilities? (age of school, conditions-janitors)
8. How many students are in special education courses?
9. How well does this school perform on NECAPs compared to the state?
1. What are the demographics like of the students attending Joseph Jenks Junior High?
Data:
477 Students
43% Hispanic, 33% White, 22% African American, 1% Asian, 1% Native American
Summary statement:
The Joseph Jenks Junior High School has variety between most of its ethnic groups. Out of its 477 students, the largest ethnic group is Hispanic (43%) followed by White (33%), the third highest is the African American population (22%). The Asian and Native American populations are the lowest with 1% each.[1]
2. NECAP Assessment (2008-2009):
Data:
Grade 7:
Math: 26% reaching proficiency, 74% not reaching proficiency
Reading: 47% reaching proficiency, 53% not reaching proficiency
Grade 8:
Math: 29% reaching proficiency, 71% not reaching proficiency
Reading: 52% reaching proficiency, 48% not reaching proficiency
Writing: 36% reaching proficiency, 63% not reaching proficiency
Summary statement:
The Joseph Jenks Junior High School does not have very impressive NECAP assessment scores. In grade 7, less than half of the students reach the proficiency standard in either math or reading. A staggeringly low percentage (26%) of 7th grade students reach proficiency in math, and only 47% reach proficiency in reading. The scores for the 8th grade students do not improve much from 7th. Only 29% reach proficiency in math, 52% reach proficiency in reading, and 36% reach proficiency in writing. [2]
3. How safe is the school environment?
Data:
31% of students said they were robbed at least once at school
15% of students reported that they were teased or bothered by other students
14% of students reported that someone tried to sell them drugs at least once in school
Summary statement:
Compared to the state's averages, students that attend Joseph Jenks Junior High School did not feel as safe as the rest of the students in the state. According to students' reports, at least 31% said they were robbed at least once at school, compared to the average of RI middle schools which was 27%. At Joseph Jenks Junior High 15% of students said that they were teased or bothered by other students compared to the 10% state average, and 14% of students reported that someone tried to sell them drugs at least once during school, higher than the 10% of average RI middle schools.[3]
4. Social and Emotional Connectedness
Connectedness among Professional Colleagues, Teachers, and Administrators:
85% of teachers say that they agree or strongly agree that teachers on their team or grade level work well together as a unit (RI middle school avrg- 80%)
90% of teachers say that they agree or strongly agree that they help decide how school policies ought to be changed (RI middle school avrg= 45%)
90% of teachers agree or strongly agree that teachers on their team or grade level respect each other's ideas and opinions (RI middle school avg= 85%)
20% of teachers reported that at least several times a month classroom curricula and concepts are integrated across subject areas (RI middle school average= 35%)
65% of staff reported that most of the time there is a group spirit among the staff (RI middle school average= 60%)
Connectedness between Students and Teachers
Data:
40% of students say that most or all of the time teachers take a personal interest in their students (more than average RI middle schools, less than 40%)
20% of students say that most or all of the time they get individual help and advising from their teachers (more than average RI middle schools, approx 15%)
95% of teachers say they agree or strongly agree that members of their team or grade level interact with children in a way that shows respect (more than the approx 90% average of RI middle schools)
90% of teachers agree or strongly agree that members of their team or grade level use positive approaches to help children behave constructively (higher than approx 80% of average RI middle schools)
95% of teachers reported that they serve as an advisor in the school's advisory program (much less than the 50% average of RI middle schools).
Summary statement:
In general, teachers feel that there is a connectedness between their fellow colleagues. There is a high percentage of teachers that say they work well together as a team (85%). Teachers also agree that they believe other teachers on their team or grade level respect their ideas and opinions (90%). However, only 20% of teachers reported that they integrated classroom curricula and concepts across subject areas. Overall, 65% of teachers feel that there is a group spirit among the staff. Overall, students at Joseph Jenks Junior High School feel that there is a sense of connectedness between students and teachers. 40% of students agree that most or all of the time teachers take a personal interest in their students, and 20% of students reported that most or all of the time they get individual help and advising from their teachers. A high percentage of teachers (95%) agreed that members of their team or grade level interact with their students in a way that shows respect. As a whole, there is a high level of connectedness between students and teachers in Joseph Jenks Junior High.[4]
B. SALT Reports
In addition to survey data reported in Information Works, the SALT Surveys and the SALT visit report provides an "on the ground" description of what a group of visiting evaluators found while visiting the school for several days. After learning more about the SALT cycle from the link above, review the most recent report for your school and summarize what you find:
Data of last SALT visit: February 7-11, 2005
Notes from Report:
Building
School located "just a home run away from McCoy Stadium"
Open classrooms, students are put into classrooms without walls, windows, or doors.[5]
Classes are divided by partitions that are unstable and have fallen in the past
Many students have trouble concentrating because of the many distractions from the noise, poor air quality, and room temperature
Teachers express frustrations of not being able to utilize hands-on activities because they don't want to disturb the other classes
Staff:
1 principal (new in 2005)
Approximately 70 faculty
17 staff members
Findings on Student learning:
Students vary greatly in their desire to learn
Vary greatly in their levels of achievement
Fail to demonstrate analysis and synthesis skills
ESL students are often frustrated and confused with little help in the classroom
Students, parents, and teachers agree that school is not consistently challenging (6th grade is most challenging while 7th and 8th are not)
Findings on Teaching for Learning:
Few teachers teach students how to solve problems by asking open-ended questions
Most teachers simply provide students with information that allows students to be passive learners.
Teachers do not set high enough expectations for their students
Recommendations:
Further develop on-going school based professional development activities to support the implementation of differentiated instruction and inclusion methods
Teach specific strategies to help all students become strong readers across all classes throughout the day
Increase the opportunities for students to become independent learners through high-level questioning and dialogue, inquiry and research-based questions
Increase hands-on activities and cooperative learning that require students to think and explore and to become active participants in their own learning. Become the facilitators of learning instead of providers of information.
Ensure that all students are engaged in and accountable for reading during sustained silent reading time.
Commendations:
Pockets of excellent teaching
Emphasis on teaching the writing process
Emerging balanced literacy instruction
Willingness of the faculty to improve teaching practices
Summary statement:
Diverse student population is a strength
Respectful relationships among students and between students and teachers is encouraging of a healthy, safe school environment.
Discipline is not consistent
All staff and teachers must hold students to the same standards for discipline and behavior
New principal's efforts to improve the school is encouraging and teachers are told to support this type of thinking.
School Research: Joseph Jenks Junior High School
Author:Virginia Kreger
District:Pawtucket
School:Joseph Jenks Junior High School
A. Information Works
When you researched the community and district, you were provided tables to help with the task of making sense of the various graphs available on Information Works site. For your school report, you should make sense of the data one your own. Remember that you can email your instructor if you have any difficulties.To research your school, you should consider the questions about schools that we brainstormed in class and decide on some questions that YOU think should be answered in your description of your school You should research at least four of the indicators on the school report page for your school to gather information that you feel will serve as evidence for your description.
Questions that you would like to find answers for:
1. What is the environment like inside the school? (classroom academic, social,
2. Where is the school located?
3. What is the student to teacher ratio?
3. What are the demographics of the students? (gender, economic status, race)
4. Funding?
5. Extra-curricular activities? (special programs, art, music, sports, etc)
6. School pride/spirit? (community involvement)
7. Facilities? (age of school, conditions-janitors)
8. How many students are in special education courses?
9. How well does this school perform on NECAPs compared to the state?
1. What are the demographics like of the students attending Joseph Jenks Junior High?
Data:
477 Students
43% Hispanic, 33% White, 22% African American, 1% Asian, 1% Native American
Summary statement:
The Joseph Jenks Junior High School has variety between most of its ethnic groups. Out of its 477 students, the largest ethnic group is Hispanic (43%) followed by White (33%), the third highest is the African American population (22%). The Asian and Native American populations are the lowest with 1% each.[1]
2. NECAP Assessment (2008-2009):
Data:
Grade 7:
- Math: 26% reaching proficiency, 74% not reaching proficiency
- Reading: 47% reaching proficiency, 53% not reaching proficiency
Grade 8:Summary statement:
The Joseph Jenks Junior High School does not have very impressive NECAP assessment scores. In grade 7, less than half of the students reach the proficiency standard in either math or reading. A staggeringly low percentage (26%) of 7th grade students reach proficiency in math, and only 47% reach proficiency in reading. The scores for the 8th grade students do not improve much from 7th. Only 29% reach proficiency in math, 52% reach proficiency in reading, and 36% reach proficiency in writing. [2]
3. How safe is the school environment?
Data:
31% of students said they were robbed at least once at school
15% of students reported that they were teased or bothered by other students
14% of students reported that someone tried to sell them drugs at least once in school
Summary statement:
Compared to the state's averages, students that attend Joseph Jenks Junior High School did not feel as safe as the rest of the students in the state. According to students' reports, at least 31% said they were robbed at least once at school, compared to the average of RI middle schools which was 27%. At Joseph Jenks Junior High 15% of students said that they were teased or bothered by other students compared to the 10% state average, and 14% of students reported that someone tried to sell them drugs at least once during school, higher than the 10% of average RI middle schools.[3]
4. Social and Emotional Connectedness
Connectedness among Professional Colleagues, Teachers, and Administrators:
85% of teachers say that they agree or strongly agree that teachers on their team or grade level work well together as a unit (RI middle school avrg- 80%)
90% of teachers say that they agree or strongly agree that they help decide how school policies ought to be changed (RI middle school avrg= 45%)
90% of teachers agree or strongly agree that teachers on their team or grade level respect each other's ideas and opinions (RI middle school avg= 85%)
20% of teachers reported that at least several times a month classroom curricula and concepts are integrated across subject areas (RI middle school average= 35%)
65% of staff reported that most of the time there is a group spirit among the staff (RI middle school average= 60%)
Connectedness between Students and Teachers
Data:
40% of students say that most or all of the time teachers take a personal interest in their students (more than average RI middle schools, less than 40%)
20% of students say that most or all of the time they get individual help and advising from their teachers (more than average RI middle schools, approx 15%)
95% of teachers say they agree or strongly agree that members of their team or grade level interact with children in a way that shows respect (more than the approx 90% average of RI middle schools)
90% of teachers agree or strongly agree that members of their team or grade level use positive approaches to help children behave constructively (higher than approx 80% of average RI middle schools)
95% of teachers reported that they serve as an advisor in the school's advisory program (much less than the 50% average of RI middle schools).
Summary statement:
In general, teachers feel that there is a connectedness between their fellow colleagues. There is a high percentage of teachers that say they work well together as a team (85%). Teachers also agree that they believe other teachers on their team or grade level respect their ideas and opinions (90%). However, only 20% of teachers reported that they integrated classroom curricula and concepts across subject areas. Overall, 65% of teachers feel that there is a group spirit among the staff. Overall, students at Joseph Jenks Junior High School feel that there is a sense of connectedness between students and teachers. 40% of students agree that most or all of the time teachers take a personal interest in their students, and 20% of students reported that most or all of the time they get individual help and advising from their teachers. A high percentage of teachers (95%) agreed that members of their team or grade level interact with their students in a way that shows respect. As a whole, there is a high level of connectedness between students and teachers in Joseph Jenks Junior High.[4]
B. SALT Reports
In addition to survey data reported in Information Works, the SALT Surveys and the SALT visit report provides an "on the ground" description of what a group of visiting evaluators found while visiting the school for several days. After learning more about the SALT cycle from the link above, review the most recent report for your school and summarize what you find:Data of last SALT visit: February 7-11, 2005
Notes from Report:
Summary statement: